Prof. Larry Cuban:
Invoering van jaarklassensysteem rond 1840 was en blijft de belangrijkste onderwijshervorming ooit. Dat
is ook de stelling die Onderwijskrant al 37 jaar verdedigt tegen de vele aantijgingen van de nieuwlichters
(zie www.onderwijskrant.be)
Passage uit Blog L. Cuban: Persistence in Math Teaching Patterns: Deja Vu
All Over Again (8 aug. 2014)
If any school reformin the sense of making fundamental
changes in organization, curriculum, and instructioncan be considered a
success it is the age-graded school. Consider longevitythe first age-graded
structure of eight classrooms appeared in Quincy (MA) in the late 1840s. Or
consider effectiveness. The age-graded
school has processed efficiently millions of students over the past century and
a half, sorted out achievers from non-achievers, and now graduates nearly
three-quarters of those entering high school Or adaptability. The age-graded
school exists in Europe, Asia, Africa, Latin America, and North America
covering rural, urban, and suburban districts.
As an organization, the age-graded school allocates children
and youth by their ages to school grades; it sends teachers into separate
classrooms and prescribes a curriculum carved up into 36-week chunks for each
grade. Teachers and students cover each chunk assuming that all children will
move uniformly through the 36-weeks to be annually promoted.
The age-graded school is also an institution that has plans
for those who work within its confines. The organization isolates and insulates
teachers from one another, perpetuates teacher-centered pedagogy, and prevents a large fraction of students
from achieving academically. It is the sea in which teachers, students,
principals, and parents swim yet few contemporary reformers have asked about
the water in which they share daily. To switch metaphors, the age-graded school
is a one-size-fits-all structure.
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